PEE analysis: Reading

In the reading, Tom mispronunces the "red bow tie" as "boo" as he is unable to know how to pronounce the "ow" phoneme that is used in "bow." As "bow tie" is an uncommon word of a clothing item, it highlights why Tom may have a confusion with how to say the word because it is not a local topic that they always are hearing. This may, also, be due to the fact that many "ow" phoneme can be pronounced in a number of ways. This is similar to the "ough" orthographical cluster as it is pronounced in up to 8 ways and a child must learn the different ways that they have to say it. This is due to the fact that we have a defective orthography as we do not have a system where we can spell a word as it sounds. This is mainly due to 'The Great Vowel Shift' where our vowels and phonemes have changed in the 1700's and the spelling remained the same but the sound of the phoneme has changed. Through Tom's mispronunciation, it is 'normal' as the child is still learning how the orthography works and the irregular phoneme sounds that are made.

PEE: Language change

http://www.bl.uk/learning/images/texts/cooks/large1435.html

The Art of Cooking shows how old cooking books would use language, allowing a reader to see how it has changed. This is seen with instead of being step by step guides with recipe lists, we have a paragraph, representing that people would have known the recipes so it was only for reference

In 'The Art of Cooking', the instruction of the imperative "drudge it with a little Flour to make a fine froth." The use of the verb "drudge" is used, which seems to be an archaic word that is not used in common speech. It seems to suggest cooking the meat with flour instead of using the word "braise". This is seen as we have borrowed the word from French as our language has become more similar. This could suggest through Chomsky's theory that we have a Universal Grammar between different French as the word has been coined her for the same meaning and shows that we have the same sort of meanings. 


http://www.bl.uk/learning/images/texts/dict/transcript1402.html

In the Dictionary of the Vulgar Tongue, we see the dictionary changes and how words have adapted due to the use of the word being changed. It is evident that the

The use of the word "smug" has broadened and changed in its meaning since it was written in the dictionary in 1785. With it originally being "a nick name for a blacksmith, also neat and spruce" being borrowed and originating from German "Smuk". However, it seems to have pejorated and now has more negative connotations meaning that someone is cunning and evil and self satisfied with themselves. It seems to show how the adjectives meaning has changed due to Blacksmith's not being a common occupation anymore.

Grammar Books From 1700's to the Present Day

Before Grammar Books were published many people looked at religious documents such as 'The Bible' and the 'Book for Common Prayer' to know how to write and spell. These documents had important structures which everyone could understand as they were detailed in books that everyone had access to and could make sense of.

The first known Grammar Book was published in 1586 by William Bullokar called 'Pamphlet for Grammar' and detailed many of the techniques the writer felt were used. It was written in Latin as it was the language of the time and was not easily accessible for all people. It was only really seen as suitable for educated people. The book did not have much impact as people still used many different structures and techniques for hundreds of years after.

Between  1750 and 1800, 200 new Grammar Books were publicised which works out approximately 4 a year. These used many prescriptive ideas that showed grammar as right or wrong and nothing in between. The academics who wrote these books thought that they knew about grammar and fought against each others ideas.

A significant book published was 'A Short Introduction to English Grammar' by Bishop Robert Lowth, which was written in 1762. Many writers influenced him such as Shakespeare, Milton and Pope. One of his rules was "two negatives in English destroy each other," which is still valid in English today as two negatives equal a positive as they cancel out. He significantly shaped the language we have today even though he would have been more used to the language of Latin.

Sir Ernest Gowers published his book, 'The Complete Plain Words' in 1954 after he believed that English should be simplified and used in order for everyone to understand. He wanted a language which everyone could understand in public documents not just the highly educated. However, he felt in legal documents such as in court, Plain language should NOT be used but this has not be abided by and these legal documents are now using Plain English.

Grammar is focused in GCSE with 5% of marks being used for SPaG (Spelling, Punctuation and Grammar). Through these marks, it allows a student to realise how they effectively use grammar with its importance in society. University of Bristol have come with exercises in order for people to improve their grammar in a society that is constantly deteriorating in grammar due to our social media and technology advances.

Bibliography
http://en.wikipedia.org/wiki/History_Of_English_grammars
http://www.revisionworld.com/a2-level-level-revision/english-language/language-change-0/modern-english-c-1700-present#TTmShEclF7192cbk.99
http://thehistoryofenglish.com/history_late_modern.html
http://ielanguages.com/enghist.html
http://englishplus.com/news/news0300.htm
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_41.htm
http://www.aqa.org.uk
http://en.wikipedia.org/wiki/The_Complete_Plain_Words

World War I New words

Throughout World War I, there were many words that came from the time that was spent on the trenches, which then were coined when they returned because of the huge impact that the war had on the world.

Many of the slang terms that we use in society still today were first used within the World War I time. This means that these common coinages and neologisms were frequently used within the society of World War I and throughout the many years that have happened so this has meant that it has stayed within the English Language.

As stated in one article by Sarah Sloat, however, words were not necessarily created but they were popularised and helped them to become more familiar in society as they exchanged the words between different social classes and made language more widely available with all social classes using “slang” words and low frequency. It seemed to bridge the gap with the language used by different types of people.

New words/phrases

Lousy

World War I Definition: Infested with lice

Modern day Definition: Very poor or bad

This word seems to have gone through pejoration diachronically. It has also undergone a broadening effect as the word now has more meanings. This is due to the word becoming more slang based as someone with negative connotations. Before studying into this, I have only seen the word used through the modern day definition, which identifies lexis that was created in the trenches that has lost its popularity now.

 

Snapshot

World War I Definition: A quickly aimed and taken rifle shot

Modern day Definition: An informal picture often taken with a handheld device.

A brief look or summary

A record of the contents of a storage location or data file

A shot taken quickly in football with little backlift

This word has broadened and has now got many more meaning than what it previously had. It seems to show how technology has got more important within society and pictures have now got this informal word to address that it is not the original picture that you may have got. It has many more denotations to what it would have had during the war.

 

Bloke

World War I Definition: A gentleman

Modern day Definition: A slang term for ‘man’

This word, I believe has been in pejoration as the word is now used in slang terms and is not represented with the high status ‘gentleman’ figure that it did within the war. This means that it is a more common term and I believe that it has lost the connotations that it once had within the war.

 

Blotto

World War I Definition: To get extremely drunk

I believe that this word has lost its place in the English Language in modern day language. I believe that it has become outdated in our language and because of the other words that we have to describe this, it is not common.

 

Camouflage

Definition before the War: General Concealment

World War I Definition: The act of deceiving your opponent

This has remained with the same definition from the war although through the change and broadening of the definition was used from World War I to the current definition that we use now.

 

Hush Hush

 
World War I Definition: Highly secret and confidential

This was a phrase that was coined in World War I to keep things quiet as they don’t want the plans to be heard and known by the enemy. This meant that it was kept secret and through this new word it told the action of the phrase.

 

 

Bibliography

http://www.telegraph.co.uk/news/newstopics/howaboutthat/9700432/The-trench-talk-that-is-now-entrenched-in-the-English-language.html

http://www.worldwar1.com/heritage/wordswar.htm

http://dictionary.reference.com/slideshows/first-world-war-words#cootie

 

 

Paragraph of analysis

Presuppositions

Presuppositions are made on consumers as an assumption using background beliefs, where the truth is taken for granted. Through this, the company assumes the consumer has previous knowledge of the topic. This may be through the structure of the sentence to deliver in a way that will create a relationship seen in the theory, Synthetic Personalisation.
 
These assumptions are evident within text C when the advert uses “You’ll soon discover why Grenada, with all its rich variety, is truly the spice of life”. The company deliberately put constraints onto the consumer by using the epistemic modal auxiliary verb with the contraction, “You’ll” meaning “you will”. The company seems to emphasise that the consumer will go with the company. The adverb, “soon” reinforces the assumption the company has put on the consumer, boldly directing this information with the epistemic modal verb “will” emphasising certainty onto the consumer. Due to this direct phrase, it seems to be used as a cloaked imperative, addressing the command they feel the consumer should abide by in a more deliberately relaxed way although it assumes that the audience will understand it. This assumption makes the consumer feel as though they should go on the holiday with the company deliberately having the consumer on his mind with someone that seems to want to “discover” the wonders of the country. Through this assumption, it seems to make the consumer feel as though the relationship is built onto the consumer through the theory, Synthetic Personalisation.

We are also able to see this through the rhetorical question used in text D as they assume the consumer has previously been on a safari. “Where will you be heading on your next safari?” Through the interrogative, it seems to imply the consumer who is reading the advert has previously been on a safari and wants to go on another one again. The company seems to build the consumer as a family or individual who has experienced the diversity a safari has to offer. The adjective, “next” has connotations of an event that has previously happened. In addition, the epistemic modal auxiliary verb “will” seems to assume the consumer’s holiday will be this one, creating certainty to the advert. This seems to build the companies opinion onto them. However, “will” could be used to address the uncertainty they will go on a safari. This is less directive as it avoids a face threatening act although still influences the decision of the consumer, putting constraints onto them.

How do children learn to read?

The method of the 1940’s, 1950’s and 1960’s was the “look and say” approach. This is where the child would memorise the words that they were reading so that they would be say them next time that they would see that word. It identifies how they can remember but are they really reading with this method?

The Department of Education believe, now, that the best way to teach children is through phonics as it is seen as being the most effective and has introduced a phonics test for six-year olds. However, not all words are able to use the phonics with- David Crystal estimates that 20% of our words are unable to use this strategy. However, the phonics test does not take into account the ability of the children that can read without sounding the words out and ruins the experience of reading that you should be able to have.

The Department of Education did a study into what teachers thought of phonics. 445 teachers completed this survey and the results showed significant facts the department should listen to. Only 7% of the teachers who answered the study believed that phonics were a good thing for children and is the first requirement that a child needs to be able to learn to read. However, more than two thirds of all the teachers who answered believed that although it was an important part, other strategies were vital for children to be able to read. Many believed that through reading using phonics, it meant that the children were unable to grasp the meaning of the texts and this meant that it was pointless them trying to read.

Through the phonics test, many able readers are achieving lower scores than children that do not have the same ability as them. This means that many of them are being side tracked and upset that they cannot achieve even though they can read properly. This is because they cannot grasp the nonsense words that have been given to them by the test. Overall, this seems to show how a teacher’s judgement is not seen as right and it is overruled by a test that is not a real representation of a child’s reading ability as it does not show that they understand what is on the page in front of them.

Surely, this is creating culture where young people cannot understand reading until a later age of their lives and are reading for no meaning. A child needs many aspects for them to be able to read properly and fluently not just phonics.

Different synthetic phonic teachings

Jolly Phonics
Jolly phonics is a way in which children can learn how to read. It is 42 actions that go with the synthetic phonics. This is so that the child can understand the sounds of the letters that the words can make. With the sounds taught in an order which is not alphabetical, it allows them to learn the words quicker. It allows a child to learn five key skills
·         Letter sounds
·         Letter formation
·         Blending
·         Identifying sounds in words
·         Tricky words

Oxford Reading Tree

Oxford Reading Tree has reading for pleasure at its centre. It teaches a systematic way of teaching of the phonics for children. The new curriculum supports the use of this teaching with the use of the test that they will have at the age of six after a year of learning the phonics.

 

Reading Development

·         Understanding sounds with text

Individual letters are pointless and do not mean anything on their own in any form. This means a child must learn how to use phonemes in order to be able to read. A child has to learn how phonemes (sounds), which there are around 44 and letters (26) work together in order to produce a word on the page. For a child to learn language, they must become aware therefore of phonemes and how they are used within speech. The application of phonics and phonemes are the beginning skills needed to be able to read.

·         Development of reading ability

For a child to be able to learn a word, they often need practice. The pace that a word is spoken is often a sign that a child has learnt the word and is fluent in saying it. An average child needs between four to fourteen exposures of one word to be able to fluently say the word that is on the page in front of them. However, this can differ on every child and the ability that they have.

Spelling also constitutes the fluency development in reading of a child. Through a child spelling the word, it allows them to understand the sounds that the letters can make. It shows them that words are made up of syllables that are units within a word. It allows them to see that words are made up of ‘chunks’ (syllables) rather than individual letters.

·         Meaning from text

The end goal of a child being able to read is that they understand what is being placed on the page with the child being able to relate what is on the page with what they already know about.

Through looking at, and creating a meaning of the texts, the child is likely to be able to draw conclusions on what they have read. This is developed through the skills of a highly trained teacher, which gives them the opportunity to see if they understand the reading that they are doing. This component happens in the curriculum each year of the child’s learning.

Bibliography

http://www.readingrockets.org/article/how-do-children-learn-read

http://www.bbc.co.uk/news/education-19812961

Phonic Boom, By John Hodgson, NATE, Teaching English, Issue 4, Page 23

http://jollylearning.co.uk/overview-about-jolly-phonics/

https://global.oup.com/education/content/primary/series/oxford-reading-tree/;jsessionid=8996FB449AA4C0D25AFA693CE3F35EDE?region=uk

 

 

 

 

 

Phonological Development

The Hardest Phonemes

Source: http://www.eps.n-cook.k12.il.us/epsweb/rosenberg/site/articulation.html 26/10/14

Source: http://www.playingwithwords365.com/2011/09/phonological-processes-and-phonological-delay/ 26/10/14

Throughout phonological development, language is acquired but to learn how it is done, they must make virtuous errors in their phonological speech. It means that they will make mistakes but they must be completed so that they can learn how to use language 'correctly.'

When a child is at age two and a half, they can pronounce all of their vowels and two thirds of their consonants, which then by four they will only have problems with a few consonants. At the age of 6/7, they will finally be confident in using all vowels and consonants.

The first word that a baby will say is at between 9-15 months. This can range from different babies depending on their parents if they notice them say a word and how the parents interpret it.

During development, children may replace a 'r' for a 'w' which leaves it open. This can go for quite a long time until they can understand how to pronounce this properly.

• It is harder for a child to say a consonant at the end of the word than at the beginning.
• Replace hard consonants with easier ones. “R” replaced with “W” “T” replaced with “D” “P” replaced with “B”
• Replace consonant blends with a single consonant. Phoneme,"th" is often changed to "d".
• Reduplicate sounds. For example, a child might say "manana" for "banana" because "m" is similar to "n".
• Shorten words of several syllables such as syllables that are unstressed

Bibliography

http://www.playingwithwords365.com/2011/09/phonological-processes-and-phonological-delay/

http://revisionworld.com/a2-level-level-revision/english-language/child-language-acquisition/phonological-development

http://psychology.jrank.org/pages/369/Language-Development.html

http://www.eps.n-cook.k12.il.us/epsweb/rosenberg/site/articulation.html

http://www.allinfo.org.uk/levelup/enb6aq.htm